Bài 1; past simple/continuous nền lớp 10, present perfect claim và cách giới hạn hồ sơ hư cấu. Không sử dụng quảng cáo tuyển dụng, mức lương hoặc tên doanh nghiệp thật.
ENGLISH 6–12 • LEARN IT, USE IT, MAKE IT YOURSTHPT • ĐÍCH BẬC 3 • 105 TIẾT/NĂM
ƯỚC MƠ LỚNENGLISH EVERY DAY
Trang chủCHƯƠNG 1 • BÀI 2 • 85% MỚI + 15% NỀN CŨ
Read the work before the title
Đọc công việc trước chức danh
Một quảng cáo hư cấu gọi vị trí là ‘Chief Happiness Wizard’. Minh hỏi công việc hằng ngày là gì; chiếc mũ phù thủy lặng lẽ đóng trình duyệt.
“While the 'Chief Happiness Wizard' was making coffee, the printer was quietly becoming the office manager.”Trong lúc ‘Phù thủy trưởng Hạnh phúc’ đang pha cà phê, máy in âm thầm trở thành quản lí văn phòng.
Past continuous dựng hoạt động nền đang diễn ra; past simple đặt sự kiện đã xảy ra và làm mạch tiến lên.VOC • CHUNKS BEFORE SINGLE WORDS
Học sáu cụm để dùng ngay
Đọc nghĩa, nghe câu mẫu, che thẻ rồi gọi lại. Không chép một từ rời 10 lần.
analyse a task description
/ˈænəlaɪz ə tɑːsk dɪˈskrɪpʃn/phân tích mô tả nhiệm vụAnalyse the tasks before reacting to the job title.
observe a work process
/əbˈzɜːv ə wɜːk ˈprəʊses/quan sát một quy trình làm việcThe class observes a fictional work process.
handle an interruption
/ˈhændl ən ˌɪntəˈrʌpʃn/xử lí một sự gián đoạnThe role handled an interruption without losing the priority list.
clarify a responsibility
/ˈklærəfaɪ ə rɪˌspɒnsəˈbɪləti/làm rõ một trách nhiệmAsk a follow-up question to clarify a responsibility.
notice a working condition
/ˈnəʊtɪs ə ˈwɜːkɪŋ kənˈdɪʃn/nhận ra một điều kiện làm việcShe noticed a working condition that the title did not show.
record a sequence accurately
/rɪˈkɔːd ə ˈsiːkwəns ˈækjərətli/ghi đúng trình tựRecord the background, interruption and response accurately.
GRAM • MEANING → FORM → USE
Past continuous và past simple: nền đang diễn ra, sự kiện làm mạch tiến lên
Past continuous mô tả hoạt động/trạng thái tạm thời đang diễn ra tại một thời điểm quá khứ hoặc làm nền. Past simple kể sự kiện đã hoàn tất. When thường mở sự kiện; while thường mở hoạt động nền, nhưng nghĩa và ngữ cảnh quan trọng hơn từ nối riêng lẻ.
Khung câu
- was/were + V-ing → background/in progress
- past simple → completed event
- While + past continuous, past simple
- Past continuous when + past simple
Câu dùng thật
While the coordinator was checking the list, a visitor asked for help.
The phone rang while she was speaking to a supplier role.
At ten, the team was preparing the room.
The coordinator answered, updated the sign and returned to the list.
Bẫy cần gỡ
Không mặc định mọi câu có while đều phải dùng hai past continuous. Không dùng continuous cho chuỗi sự kiện đã hoàn tất. Cần xác định sự kiện nào đang là nền và sự kiện nào làm mạch tiến lên.
SOUND • CLEAR ENGLISH
Từ mang trọng âm và từ thường giảm âm trong câu
Ưu tiên người nghe hiểu rõ. Có hai mẫu Anh–Mỹ/Anh–Anh; giọng cụ thể phụ thuộc thiết bị, còn IPA và hướng dẫn khẩu hình là chuẩn đối chiếu.
Danh từ, động từ chính, tính từ và trạng từ thường mang nhịp ý; mạo từ, trợ động từ, giới từ ngắn thường yếu khi không đối lập. Không nuốt mất thông tin: giảm âm để làm nổi từ khóa, không để nói thật nhanh.
- The TEAM was CHECKing the LIST.
- A VISitor ASKED for HELP.
- She WAS checking — contrast: she WASN'T waiting
While the team was checking the list, a visitor asked for help.1. Nghe không nói. 2. Nói đè theo cụm. 3. Tự ghi âm và so độ rõ.
LISTEN • 245 WORDS
The title hid the Tuesday
Lập hai cột BACKGROUND và EVENT. Sau đó thêm RESPONSE–TASK–CONDITION–LIMIT.
NGHE 3 LƯỢT
- Chỉ bắt ý chính.
- Nghe thông tin cần cho nhiệm vụ.
- Mở transcript để kiểm, rồi shadow một câu.
Chỉ mở transcript sau ít nhất hai lượt nghe
A class is reviewing a fictional work-shadow record for a community events assistant. The role has an impressive title, but the students focus on what happened during one simulated Tuesday. At nine o’clock, the assistant was checking a room list while a volunteer was arranging name cards. A delivery role then called to report a delay. The assistant opened the backup schedule, moved one activity to a smaller room and informed the team. While she was updating the digital board, the office internet stopped working. She did not solve the technical problem herself. Instead, she used a printed contact sheet and asked the school technician role for support. At eleven, a visitor asked a question that was not covered by the sign. The assistant listened, gave the information she could confirm and recorded the missing question for the next revision. The observer noted three responsibilities: coordinating information, responding to changes and passing specialised problems to the right person. The record also revealed conditions that the title had hidden. The role required frequent task switching, calm clarification and both digital and paper systems. It did not show supplier negotiation, financial responsibility or a real emergency. The class therefore writes a limited conclusion. The simulation suggests that the learner can follow a process and handle familiar interruptions with support. It cannot show how the learner would perform in every workplace. The students add two questions for a future fictional observation instead of filling the gaps with guesses.
- 1What did the assistant do when the internet stopped working?
- 2What did the record not show?
TALK • ROLE + GOAL + REPAIR
Hội thoại có mục đích
Mục tiêu: Hỏi về task–condition–interruption–response thay vì bị chức danh dẫn dắt.
Vai: A: người quan sát • B: trợ lí sự kiện giả lập
AWhat were you doing when the delivery role called?
BI was checking the room list.
AWhat did you do next?
BI opened the backup schedule and moved one activity.
ADid you solve the internet problem yourself?
BNo. I used the paper system and asked the technician role for support.
READ • 287 WORDS
Job titles compress; task records explain
Đọc TITLE–DAILY TASK–INTERRUPTION–RESPONSE–CONDITION–UNOBSERVED GAP. Tách điều đã quan sát khỏi suy đoán.
A job title is a useful label, but it may compress many different tasks into two or three words. The same title can involve different responsibilities, tools and working conditions across organisations. Students exploring work should therefore ask what people actually do, what information they use, who checks important decisions and what happens when a routine fails. A short task record can answer some of those questions. Past continuous helps the observer place the reader inside a process: ‘At nine, the assistant was checking the room list.’ Past simple then records the event that changed the situation: ‘A delivery role called.’ The observer can follow with the response and result. This time structure prevents a report from becoming an unordered list of impressive verbs. It also reveals working conditions. An interruption may require task switching. A failed connection may show the need for a paper fallback. A specialised question may need referral rather than confident guessing. None of these observations makes one role universally good or bad. A learner may enjoy frequent interaction but find constant switching tiring. Another may value predictable routines. Fit depends on the stated task, conditions, support and current goal. A classroom work-shadow file must remain fictional. Real workplaces change, and old role descriptions may be incomplete. Students should never collect private staff schedules, customer details, passwords or internal documents for a language task. If they investigate a real pathway, they should use public, current information and guidance from responsible adults or organisations. Finally, the report should name what was not observed. One quiet simulation cannot test a real emergency, long-term workload or every responsibility. A transparent gap is more useful than an invented answer because it becomes the next question to check.
1How do the two past tenses support a task record?
2Why is an unobserved gap useful?
WRITE • 180–200 WORDS
Viết fictional work-shadow report 180–200 từ.
Viết cho người đọc thật: dựng ý, viết nháp, kiểm nghĩa rồi mới sửa hình thức.
Plan
- Role and observation boundary
- Background task
- Two interruptions
- Responses and support
- Working conditions
- Limited fit judgement + next questions
Model • 196 words
This fictional work-shadow record examined one simulated morning for a community events assistant. At nine o’clock, the assistant was checking a room list while a volunteer was arranging name cards. A delivery role called to report a delay, so the assistant opened the backup schedule and moved one activity. While she was updating the digital board, the internet stopped working. She used a printed contact sheet and asked the technician role for specialist support. Later, a visitor asked a question that the sign did not answer. The assistant provided only confirmed information and recorded the gap for revision. The simulation showed three responsibilities: coordinating information, responding to familiar changes and referring specialised problems appropriately. It also showed frequent task switching and the need for both digital and paper systems. These observations suggest that the learner can follow a process and clarify information under familiar school conditions. They do not show supplier negotiation, financial responsibility, long-term workload or performance in a real emergency. I would ask two questions next: who checks decisions that affect cost, and how are responsibilities shared during a busy period? The role title attracted attention, but the task record provided the useful evidence.
Self-edit
- 180–200 từ
- Past continuous background + past simple events
- Có working conditions
- Có unobserved gaps và next questions
RETRIEVAL PRACTICE
Luyện tập 85%–15%
17 câu bài hiện tại + 3 câu nền đã học. Không có câu dùng kiến thức của bài sau.
Cụm “analyse a task description” có nghĩa phù hợp nhất là gì?
Cụm “observe a work process” có nghĩa phù hợp nhất là gì?
Cụm “handle an interruption” có nghĩa phù hợp nhất là gì?
Cụm “clarify a responsibility” có nghĩa phù hợp nhất là gì?
Cụm “notice a working condition” có nghĩa phù hợp nhất là gì?
Cụm “record a sequence accurately” có nghĩa phù hợp nhất là gì?
While the coordinator ___ the list, a visitor asked for help.
The phone ___ while she was speaking to a supplier role.
At ten yesterday, the team ___ the room.
Which sentence presents a clear sequence of completed actions?
Which words normally carry the main message in ‘The team was checking the list’?
When may an auxiliary receive contrastive stress?
What is the purpose of reducing unstressed words?
What did the assistant do when the internet stopped working?
What did the record not show?
How do the two past tenses support a task record?
Why is an unobserved gap useful?
The learner ___ two task records so far.
The learner reviewed the latest record ___.
Which conclusion stays inside the evidence?
Gợi mở, không nói hộ
Khi con nói thích một nghề, hãy hỏi ‘một ngày làm những việc gì?’ và ‘điều kiện nào hợp hoặc không hợp?’. Tránh dùng mức lương hoặc tuyển dụng cũ làm căn cứ hiện tại.
Dạy để giao tiếp có căn cứ
Dạy tense qua timeline quan sát, không qua danh sách when/while máy móc. Tất cả work files hư cấu, không thu thập dữ liệu nội bộ hoặc riêng tư.
CHƯƠNG 1Graduation and work